Working with standardised patients for teaching and learning

Chur‐Hansen, Anna; Burg, Fredric D.

doi:10.1111/j.1743-498x.2006.00128.x

Cited by 8 publications

(6 citation statements)

References 10 publications

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“…The second OSCE then provided students with an opportunity to incorporate feedback from their first OSCE. Drawing on work from nursing and medicine on the use of SP feedback (e.g., Chur‐Hansen & Burg, ; Johnston, Lundy, McCullough, & Gormley, ; Wright, McKendree, Morgan, Allgar, & Brown, ), we provided dedicated training to SPs to ensure that they provided consistent and constructive feedback. The training included developing a written feedback guide which is given to SPs on the day of the OSCE.…”

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confidence: 99%

Objective Structured Clinical Examinations with simulated patients in postgraduate psychology training: Student perceptions

Roberts

Oxlad

Dorstyn

et al. 2020

Australian Psychologist

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Objective Objective Structured Clinical Examinations (OSCEs) involving simulated patients (SPs) are being incorporated into professional psychology training to teach and assess competencies. However, students' perceptions of SP use in their education are mixed. Moreover, there are limited reports of student perceptions of OSCEs in psychology beyond quantitative measures. This is the first report of extensive use of feedback in an OSCE in psychology. We report a content analysis of the reflection task completed by all students, focusing on student perceptions of aspects of the OSCEs that impacted their learning. Methods Postgraduate psychology students' (n = 18) descriptions of OSCEs were content analysed, with 11 themes reported. Results Findings support the use of multiple sources of feedback to assess student competencies and support students' learning. In particular, verbal feedback from SPs and educators in addition to the use of recording and marking technology and opportunity to engage with an academic mentor when undertaking OSCEs were highlighted as important learning strategies. Conclusions Overall, SPs were perceived as useful and valuable in preparing students for clinical fieldwork. Incorporating OSCEs into postgraduate training, both to assess competencies but also to support student learning, was perceived positively by students.

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confidence: 99%

Objective Structured Clinical Examinations with simulated patients in postgraduate psychology training: Student perceptions

Roberts

Oxlad

Dorstyn

et al. 2020

Australian Psychologist

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“…There are also multiple forms of SLA, including simulated and standardized clients, virtual reality, manikins, role-play, computer simulation and voice simulation. Simulated clients are actors who role-play the client (Chur-Hansen and Burg, 2006); standardized clients are also trained to provide consistent responses to the students (Kühne et al, 2018). SBLE has been utilized as a modality in other health professions for at least 2 decades with multiple systematic reviews and meta-analyses having been conducted on the effectiveness of this method of training (e.g., McGaghie et al, 2010;Cook et al, 2013;Gegenfurtner et al, 2014;Vandyk et al, 2018) with best practice training guides published for use of SBLE in healthcare training (Motola et al, 2013).…”

Section: Current Use Of Simulated Learningmentioning

confidence: 99%

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

et al. 2021

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In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Although simulation-based learning in psychology training programs in Australia is a widely employed pedagogy for the scaffolding of theory into psychological practice, there is paucity of clear and comprehensive guidelines for the use of simulation to both optimize competency-based training and ensure public and student safety. The overarching aim of the group, and the focus of this paper, is to provide standardized guidelines for the inclusion of simulation-based learning in psychology training in Australia both during and post-COVID 19. Such guidelines may be equally valuable for psychology training programs globally.

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“…SPs are widely used in medical education and there are helpful published materials about working with SPs that include guidance for role development ( Van der Vleuten & Swanson D 1990;Vu et al 1992;Barrows 1993;Collins & Harden 1998;Adamo 2003;Wind et al 2004;Ker et al 2005;Chur-Hansen & Burg 2006). However, there are few empirically based materials that provide evidence for SP role development.…”

Section: Introductionmentioning

confidence: 97%

Real patient involvement in role development: evaluating patient focused resources for clinical procedural skills

et al. 2008

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Working with standardised patients for teaching and learning

Cited by 8 publications

References 10 publications

Objective Structured Clinical Examinations with simulated patients in postgraduate psychology training: Student perceptions

Objective Structured Clinical Examinations with simulated patients in postgraduate psychology training: Student perceptions

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

Real patient involvement in role development: evaluating patient focused resources for clinical procedural skills

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